Increased Decision Making For Teachers

Abstract

Noting that several new programs have afforded teachers increased opportunity for participation in educational decision making, the paper examines practical and ethical arguments which support this trend . The practical arguments, which are based on the promise of increased educational productivity (e.g . student achievement) , are found to be plausible but in need of confirmation through research . The ethical arguments are an application to teachers of the doctrine of workplace democracy, the notion that workers have the right to participate in making decisions that affect their work . It is concluded that both types of arguments must be considered in the development of policy.